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*Correlation is significant at the 0.05 level (2-tailed). **Correlation is significant at the 0.01 level (2-tailed). ***Correlation is significant at the 0.001 level (2-tailed). Table 2. Results of GLZMs.

Table 2 *Correlation is significant at the 0.05 level (2-tailed). **Correlation is significant at the 0.01 level (2-tailed). ***Correlation is significant at the 0.001 level (2-tailed). Table 2. Results of GLZMs.

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Figure 1. Theoretical framework: motivational orientations of academics. H1: Obtaining funding and financial resources is a motivation that does not positively affect UBC in (a) student mobility, (b) curriculum design, (c) curriculum delivery nor (d) LLL.
Figure 1. Theoretical framework: motivational orientations of academics. H1: Obtaining funding and financial resources is a motivation that does not positively affect UBC in (a) student mobility, (b) curriculum design, (c) curriculum delivery nor (d) LLL.
Table 1. Results of the factor analysis. Using IBM SPSS 24, generalised linear regression analysis was undertaken to test the association of the academic motivations for cooperation and the education-driven UBC activities. The data was confirmed to meet the assumptions of generalised linear models (GLZMs). In each of the GLZMs, an F test indicates that all independent variables significantly explain the dependent variables so
Table 1. Results of the factor analysis. Using IBM SPSS 24, generalised linear regression analysis was undertaken to test the association of the academic motivations for cooperation and the education-driven UBC activities. The data was confirmed to meet the assumptions of generalised linear models (GLZMs). In each of the GLZMs, an F test indicates that all independent variables significantly explain the dependent variables so
Table 3. Summary of the hypotheses.
Table 3. Summary of the hypotheses.
Related topics:
SociologyHigher EducationHigher Education Studies
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